Abstract

Learning Mathematics provides an effective way of building mental discipline and encourages logical reasoning and mental rigor. Mathematics teacher effectiveness is the capability of mathematics teachers to teach in such a manner that one can achieve success to bring the desirable change in the students’ behavior. It has been recognized that the personality of the teacher and healthy attitude towards his work contributes to effective and efficient teaching. The personality traits of teacher do affect the teaching competency of teachers. In this study the teaching competency of most endurant mathematics teachers is studied based on presage variables like Gender (Male/Female), Age (21 – 30 years / 31 – 50 years / Above 50 years), Teaching experience (Less than 5 years/ 5 – 15 years/Greater than 15 years), level of education (Upper primary/Secondary/Higher secondary), In-service programme (Attended/Not attended) and Computer literacy (Literate/Non literate). Out of 269 Mathematics teacher of various school in Chennai and Kanchipuram districts, 47 most endurant mathematics teachers were considered. Findings: i. The levels of teaching competency and its dimensions of most endurant mathematics teachers are average in nature. ii. The female most endurant mathematics teachers have higher level of teaching competency in toto and its dimensions – preparation and delivery of instruction when compared to the male most endurant mathematics teachers. iii. The most endurant mathematics teachers aged above 50 years have higher level of teaching competency in toto and its dimensions – delivery of instruction, class control, assessment and recapitulation than the teachers of other age groups. But, there is significant difference among the most endurant mathematics teachers of different age groups in preparation. iv. The mathematics teachers with more than 15 years of teaching experience have higher level of teaching competency in toto and all its dimensions than their counterparts. v. The mathematics teachers teaching at higher secondary level have higher level of teaching competency in toto and its dimensions – preparation, class control, delivery of instruction, and assessment than their counterparts. v. The teachers those attended in-service training have higher level of teaching competency in toto and all its dimensions than their counterparts. vi. The teachers those literates in computers have higher level of teaching competency in toto and all its dimensions than their counterparts.

[1] Research Scholar, Meston College of Education, Royapettah, Chennai.

[2] Principal, Meston College of Education, Royapettah, Chennai.